X. 


/N 


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Educational  Work  in 
the  Young  Women’s 
Christian  Association 

By  Helen  L.  Thomas 


\ 

f 


I 


Educational  Work  in 
the  Young  Women’s 
Christian  Association 

By  Helen  L.  Thomas 

Secretary  of  the  National  Board  for  Educational  Work 


Published  by 
National  Board 

OF  THE  Young  Women's  Christian  Associations 

600  Lexington  Avenue,  New  York  City 

1916 


Digitized  by  the  Internet  Archive 
in  2016 


https://archive.org/details/educationalworkiOOthom 


Educational  Work  in  the  Young  Women’s 
Christian  Association 

By  Helen  L.  Thomas 

For  half  a century  the  Young  Women’s  Christian 
Association  has  been  erecting  guide  posts  along  the  road 
of  successful  work  with  girls.  It  is  the  aim  of  this  pam- 
phlet to  give  a brief  statement  of  the  results  of  Association 
experience  in  educational  work. 

An  Inspiring  Past 

When  two  rented  rooms  composed  the  entire  plant  of 
the  very  first  American  Young  Women’s  Christian  Asso- 
ciation started  in  Boston  in  1866 — even  then  the  educational 
purpose  was  unmistakable.  ‘ ‘ The  reading  room  was  particu- 
larly large  and  airy,  and  with  books  and  magazines,  a few 
cuts  and  a loaned  piano,  it  was  a cheerful  place  to  which  to 
ask  young  women.”  Moreover,  as  a modest  forerunner 
of  an  organized  educational  department,  girls  met  regu- 
larly in  a singing  class.  Not  long  after,  as  evidence  of 
progress  we  find  evening  classes  in  astronomy,  botany, 
physiology,  penmanship  and  bookkeeping.  The  first  three 
give  a hint  of  the  intellectual  ambition  for  which  Boston 
girls  are  noted;  the  others  have  a vocational  fiavor.  A 
much  larger  vocational  undertaking,  however,  than  a mere 
class  in  bookkeeping  or  penmanship  was  the  training 
course  for  domestic  service  carried  on  for  years  with  suc- 
cess in  the  Boston  Association  aided  and  abetted  by  the 

3 


employment  department  which  had  there,  as  elsewhere,  to 
cope  with  the  problem  of  the  unfit.  Conspicuously  suc- 
cessful, too,  was  the  needlework  department  inaugurated 
by  the  New  York  Association.  Under  competent  teachers 
large  classes  of  girls  were  ti’ained  as  seamstresses  for  what 
amounted  to  a new  occupation;  for  not  only  were  the 
graduates  able  to  do  fine  hand-work,  but  they  could  adver- 
tise themselves  as  fully  able  to  handle  the  various  makes 
of  the  new-fangled  sewing  machines. 

Evening  and  day  classes  in  sewing  and  dressmaking, 
for  home  use  chiefly,  were  introduced  into  all  the  early 
Associations  and  have  continued  from  that  day  to  this 
with  a popularity  dimmed  somewhat  these  last  few  years 
by  the  competition  of  the  ready-made  garment.  But  if 
it  was  to  keep  abreast  with  the  needs  of  the  times,  the 
Association  could  not  stop  with  training  girls  for  both  paid 
and  unpaid  work  done  only  within  home  walls.  In  the 
seventies  and  the  eighties  in  all  the  large  cities,  offices  and 
business  houses  were  opening  up  new  opportunities  for 
girls  seeking  to  earn  a living.  Here  was  a chance  for  the 
large  city  Association.  Telegraphy  was  hailed  in  one 
instance  as  the  coming  occupation  for  girls,  and  Phila- 
delphia opened  a class  in  that  subject.  Phonography  and 
typewriting  were  taught  in  another  as  providing  a means 
of  employment  “most  remunerative  for  their  sex,”  to  be 
followed  by  classes  in  retouching  negatives,  photo  coloring, 
technical  design,  and  free-hand  drawing.  It  all  sounds 
easy  and  natural  enough  to  us  a few  decades  later.  But 
when  we  stop  to  think,  we  ai’e  filled  with  amazement  at 
the  initiating  energy  of  the  Association  women  of  a genera- 
tion ago.  Such  vision  they  had,  and  such  courage  and 


4 


ability  to  meet  new  situations!  i\Iore  often  than  not  the 
Association  had  no  precedent  to  follow.  Private  enter- 
prise was  then,  as  now,  paving  the  way  for  real  educational 
progress.  Domestic  science  in  the  Association  antedated 
the  teaching  of  cooking  in  the  public  schools  in  city  after 
city. 

It  would  take  too  long  to  relate  the  interesting  story 
in  all  its  details,  but  to  quote  a good  summary  of  Associa- 
tion educational  activity  for  the  first  decades:  “In  the 

days  when  there  were  no  free  public  libraries,  and  mem- 
berships in  corporate  libraries  or  rentals  for  books  were 
costly,  in  the  days  when  there  were  no  free  evening  schools, 
in  the  days  when  there  was  no  available  trade  or  tech- 
nical instruction  for  girls,  in  the  days  when  household  arts 
had  not  been  academically  fornudated,  the  Christian  Asso- 
ciation, which  recognized  mental  cultiire  as  a necessity  in 
the  whole  development  of  young  womanhood,  undertook 
to  collect  libraries,  teach  English  branches  and  genei'al  sub- 
jects, provide  cla.s.ses  preparing  the  pupils  for  self-support, 
and  gather  the  untrained  into  classes  in  sewing,  cooking 
and  other  domestic  accomplishments.  But  even  when  these 
educational  agencies  appeared  in  community  after  com- 
munity the  city  Association  had  still  the  task  before  it 
in  making  books  accessible  to  busy  girls,  or  cultivating  or 
guiding  their  choice  in  reading ; in  supplying  evening 
classes  at  the  hours  when  young  women  could  attend,  and 
for  such  blocks  of  time  as  they  could  devote  to  study,  also 
in  stimulating  them  to  begin  and  heartening  them  to  con- 
tinue; in  studying  the  labor  market  and  opening  classes 
from  whicb  graduates  could  reasonably  hope  to  go  into 
occupations  for  which  they  had  showed  natural  aptitude ; 


and  in  seizing  the  first  opportunity  to  secure  teachers  of 
the  common  household  subjects  which  everybody  declared 
all  girls  should  understand,  but  for  teaching  which  no 
provision  had  apparently  even  been  made.  ’ ’ ^ 

Our  Challenging  Opportunity 

With  schools  and  other  institutions  duplicating  fea- 
tures that  were  characteristic  of  the  Association  alone, 
with  radical  changes  transforming  the  realm  of  wmmen’s 
work  in  the  home  and  outside,  the  demands  upon  the  Asso- 
ciation have  been  changing  correspondingly.  For  example, 
the  emphasis  has  shifted  from  sewing  and  cooking  as 
accomplishments  to  home-keeping  in  the  large.  The  range 
of  courses  has  enlarged  to  include  scores  of  subjects. 
Clearer  distinctions  have  had  to  be  drawn  between  train- 
ing for  home  and  trade  use,  as  making  over  hats  for  the 
family  and  learning  the  millinery  trade.  Flexibility  of 
method  has  made  ample  room  not  only  for  the  class 
groups  but  for  the  club  educational  program  preceded  by 
a ten-cent  supper  and  followed  by  a frolic.  Changing 
demands  and  changing  methods ! But  still  an  immense 
unoccupied  field — a field  barely  touched  by  all  the  educa- 
tional forces  together.  Just  to  hint  at  the  size  of  the  field. 
Few  only  of  the  women  engaged  in  homekeeping — the 
largest  occupation  of  all — are  even  to-day  equipped  by 
training  to  do  their  work  wdth  the  efficiency  demanded  in 
ordinary  business.  Even  yet  half  of  the  girls  of  the 
country  have  no  more  than  an  elementary  education.  Only 
one  in  hundreds  of  the  young  women  employed  in  indus- 
trial occupations  enter  with  preparation  for  the  task, 

* “Fifty  Years  of  Association  tVork  Among  Young  Women.” 
— Eli~ahr'ih  ^X'ilson. 


while  the  industry  itself,  instead  of  continuing  the  process 
of  education  for  real  living,  has  often  a deadening  effect 
that  can  be  counteracted  only  by  the  right  kind  of  recrea- 
tive education.  As  against  these  undeniable  facts,  there 
are  on  every  hand  the  most  compelling  demands  for  effi- 
cient work — industrial  and  commercial,  professional  and 
volunteer — demands  for  a quality  of  ser^■ice  which  the 
Association  has  such  resources  for  developing  among 
young  women  as  no  other  existing  organization  can  boast. 

For  Every  Woman 

In  the  earliest  days,  As.sociation  classes  were  opened 
for  girls  who  worked.  To-day  we  have  a flexible  educa- 
tional institution  that  enrolls  50,000  girl  and  women 
students  in  more  than  fifty  subjects  in  classwork  alone  and 
several  thousand  more  in  study  clubs;  that  touches  many 
thousands  through  educational  talks  and  reading  rooms, 
and  makes  use  of  a wide  vai’iety  of  means  fitted  to  some 
need  of  almost  every  girl  and  woman. 

“I  got  my  first  inspiration  in  the  Association  expres- 
sion class,”  acknowledged  a young  woman  who  was  asked 
the  secret  of  her  successful  professional  career. 

‘‘First,  it  was  that  English  ela.ss.  and  then  one  thing 
after  another  in  the  Association  stirred  me  up  to  doing 
things,  and  now  I imi  a business  of  my  ovm.”  was  the 
te.stimony  of  a foreign-born  girl.  ‘‘To  see  the  way  she 
i-uns  her  business  would  do  you  good.”  explained  the 
secretary  on  the  side,  “and  as  for  the  girl  herself,  you'd 
never  guess  .she  was  the  same  person  who  came  to  us  three 
years  ago.” 

The  little  gild  who  must  needs  master  fractions  and 


ilie  multiplication  tal)lc  to  hold  her  place  in  the  store; 
the  young  woman  in  tlie  office  who  must  be  able  to  trans- 
late the  Spanish  letters  from  South  America ; the  young 
housewife  whose  little  family  are  taking  their  dinners  out 
until  she  can  engineer  a two-eoui’se  meal,  and  the  well- 
educated  Avoman  who  seeks  exact  knowledge  of  social  con- 
ditions and  training  for  the  task  of  meeting  them — these 
all  have  found  the  very  help  they  need  in  the  Association 
educational  depaidment — the  Women’s  University,  it  is 
sometimes  popularly  called. 

Principles  of  Work 

"Our  greatest  draAvback  is  to  act  before  we  study,” 
said  a prominent  Avoman  leader  in  a public  address 
recently.  To  be  really  successful,  the  educational  pro- 
gram of  the  Association  in  anj’  pai-ticular  city  must  be 
definitely  based  not  upon  theory  hut  upon  a true  interpre- 
tation of  things  as  they  are  and  girls  as  they  are  in  that 
city.  In  fact,  the  chief  object  of  interest  and  study  for 
the  committee  is  girls,  not  education  as  such.  To  make 
its  Avork  real,  it  must,  fir.st,  last  and  ahvays,  take  account 
of  girls  and  their  needs,  not  in  the  abstract,  but  real  gilds 
in  tlieir  families,  or  girls  aAvay  from  home,  many  of 
them  Avith  earning  iioAver  to  develop — all  of  them  Avith 
bodies,  minds  and  spirits  to  lie  trained  and  equipped 
for  Avork  and  play  and  social  action.  In  the  second  place, 
a Avise  educational  committee  Avill  have  at  hand  for  desk 
use  and  committee  guidance  catalogues  and  uji-to-date 
infoianation,  preferal)ly  in  cai’d  catalogue  foi-m,  aliout  the 
schools,  i)uhlic  and  iiidvate.  Avith  facts  about  the  progress 
and  ti'eud  of  all  vocational  courses  for  girls.  Lastly,  tlie 


committee  will  need  to  have  a "rasp  of  the  Association 
itself,  locally  and  nationally,  what  it  does  and  why,  as  an 
instrument  of  service  for  girls.  In  the  light,  then,  of 
what  girls  need  to  help  them  to  become  wiser  and  more 
useful  members  of  society,  what  other  agencies  are  doing, 
and  what  the  Association  is  organized  to  do,  the  Associa- 
tion, through  a committee  formed  for  that  purpose,  con- 
ducts such  forms  of  educational  work — clubs,  classes,  tours, 
exhibits,  etc. — as  are  best  adapted  to  girls  living  in  the 
city  and  its  environs.  “There’s  a reason”  could  be  said 
of  every  good  Association  enterprise. 

Suggested  Educational  Study  of  a City 

I  (U'.NER.U, 

1 I’opuhifion.  Xniiil)ev  of  girls  and  women  in  the  city  (age 

limits  according  to  figures  obtainable).  Xnmber  of 
girls  away  from  borne. 

2 Xiimher  of  foreign-speaking  women  and  nationalities  rep- 

resented. Sections  where  they  live*  Work  done  for 
them  by  any  agency. 

II  VOCATION.S  FOR  GiRLS 

1 Occupations  for  girls  and  women;  number  employed  as 

school  teachers,  private  teachers  of  music,  etc.;  ])hysi- 
cians:  osteo])aths;  trained  nurses;  practical  nurses; 
stenographers;  piivate  secretaries;  bookkeepers;  tele- 
))hone  operators;  saleswomen  and  store  workers;  dress- 
makers; milliners;  hotel  and  restaurant  workers; 
factory  workers ; domestic  workers. 

2 Emptopmenl  agencies.  Which  of  the  above  obtain  posi- 

tions thronsrh  employment  agencies.  Requirements 
made  in  different  occupations.  Efficiency  of  workers. 
Supply  and  demand. 

Ill  Education AL  Agencies 

1 Schools 

a Day  Schools — Xnmber  of  girls  in  grammar  and  high 
schools.  Percentage  completing  each  grade  for  past 
three  years.  How  many  went  to  high  school  ? What 
in  general  are  girls  doing  who  didn’t  go  to  high 
school — to  college?  Exact  character  of  courses  in 
household  arts  with  the  number  enrolled.  Business 

n 


courses  ami  iminber  enrolled.  Comparison  with  the 
nnmlier  of  positions.  Recent  changes  and  trend  of 
(laining  for  girls. 

h Kriiools — Xninher  of  girls  in  attendance.  .\t- 

lendance  compared  with  enrollment.  Honrs  and  ses- 
sions a week  and  numher  of  weeks.  Class  and 
aj)])roximate  ages  of  girls  and  motives  for  attending. 
Rece)it  changes  and  trend. 

c lluainess  CoUrqes — Numher  of  students — city  or  out- 
of-town  girls.  Compare  enrollment  with  numher  of 
otlice  |)ositions.  Entrance  requirements.  Any  change 
in  view?  (iraduation  requirements.  When  and  how 
girls  are  jdaeed.  vStanding  of  graduates  with  busi- 
ness men.  Tuition  and  length  of  course.  Salary  of 
graduates. 

d Trade  and  Continuation  Schools  for  Girls — Numher  of 
girls  enrolled.  Character  and  length  of  courses. 
Number  of  graduates.  Demand  for  and  supply  of 
workers.  tVages  of  graduates  com|)ared  with  otliers. 

e \ ocational  ('oiirses  for  Girls — not  included  in  the  above. 

f ]'oeational  Guidance  in  the  Schools — full  particulars. 

2 Libraries 

Location  of  libraries  and  branches.  Arrangements  for 
exchange  of  books  in  schools,  factories  and  centers. 
Hours  when  open.  l"se  made  of  libraries  and  reading 
rooms  by  girls. 

;1  Lectures  and  Public  Amusements 

Where  and  for  whom  are  any  lectures  or  entertainment 
courses?  What  ones,  if  any.  a))peal  to  girls  and 
women?  Number,  location  and  character  of  moving 
picture  shows.  Attendance  of  girls.  !Most  popular 
iilms.  Any  educational  films? 

TV  Deditction.s  for  As.sociatiox  EniTCATTOx.vi.  Work 

Sources  of  Information 

vStatistics  and  other  facts  for  this  study  may  be  obtained  from 
the  reports  of  local  officials,  particularly  the  superintendent  of 
schools,  from  the  state  and  federal  census  reports  and  from  the 
annual  reports  of  the  United  States  commissioner  of  education. 
Other  valuable  information  can  be  gained  through  inquiry  from 
teachers,  superintendents  of  schools,  employers  of  girls,  employment 
bureaus,  ])astors,  parents  and  social  workers,  conversation  with  girls 
and  women,  an  analysis  of  the  business  suceess  or  failure  of  girls 
recorded  in  the  eni])loyment  dejiartnient  and  from  a study  of  tlu' 
successes  and  failures  of  other  organizations. 

10 


Organization  of  Committee 

The  chairman  of  the  educational  committee  should  be 
a member  of  the  l)oard  gifted  with  peculiar  ciualifications 
for  this  position,  since  tlm  chairman  is  the  keystone  of 
the  committee.  She  must  have  the  power  to  see  and  to 
rally  other  women  under  her  strong  leadership.  Educa- 
tional qualifications  alone  will  not  serve,  unless  supple- 
mented by  warm  human  sympathy  and  understanding  of 
girls.  The  other  members  of  the  committee,  numbering 
from  five  to  twelve  persons,  should  be  gathered  about  the 
chairman  with  the  idea  of  forming  a representative  com- 
mittee that  can  work  together.  There  should  be  a repre- 
sentative from  each  of  the  committees  also  interested  in 
education,  as  the  girls’  work,  industrial,  employment,  and 
immigration  work  committees,  if  such  exist.  There  might 
also  be  a public-spirited  business  woman,  a high  school 
teacher,  and  other  open-minded  women  representing  home, 
professional  and  civic  interests.  Each  should  be  chosen 
with  reference  to  her  special  ability  and  her  willingness 
to  study  and  to  serve. 

Flexibilit}^  of  mind  is  absolutely  essential  for  develop- 
ing in  the  Association,  not  another  night  school,  or  a few^ 
classes,  but  adapted  educational  plans,  city-wide  in  scope 
and  elastic  enough  to  fit  diverse  groups  and  individual 
girls.  Appointment  on  the  committee  should  be  for  one 
year,  and  reappointment  should  betoken  service,  not  sen- 
timent. The  chairman  should  make  it  her  duty  to  build 
up  a well-balanced  working  committee.  It  wdll  be  her 
duty,  too,  in  consultation  with  the  president  of  the  board, 
to  appoint  such  sub-committecs  as  are  needed  for  special 
parts  of  the  educational  work.  Such  committees  might 

11 


l)C  for  (1)  general  education,  (2)  household  arts,  (3) 
commercial  and  business  subjects,  (4)  library  and  reading 
room,  (5)  music,  (6)  printing  and  publicity.  For  some 
of  these  committees  one  person  would  suffice,  and  they 
would  not  as  a rule  require  more  than  three  members.  Sub- 
chairmen should  be  members  of  the  educational  committee 
and  report  at  the  regular  meetings.  For  really  effective 
service,  the  whole  sub-committee  should  meet  with  the 
general  committee  at  stated  times,  particularly  at  the 
beginning  and  the  end  of  a term’s  work. 

Where  there  is  a members’  council,  certain  gilds  should 
be  elected  to  that  body  to  represent  the  educational  work. 
This  council  is  a discussion  group  and  would  be  the  means 
by  which  the  educational  committee  could  get  the  gilds’ 
viewpoint.  Ways  might  be  developed  by  which  they 
could  co-operate  in  helping  to  make  the  educational 
activities  fit  conditions. 

Committee  Work 

Meetings.  The  educational  committee  should  hold 
regular  monthly  meetings  at  the  hour  agreed  upon  as  most 
convenient  for  the  members.  When  the  usual  hour  of 
meeting  occurs  in  the  daytime  it  is  well  to  hold  some  of 
the  meetings  in  the  evening,  especially  when  a full  attend- 
ance of  sub-committee  members  is  desired.  Business  and 
professional  women  whose  service  may  be  of  inestimable 
value  may  thus  be  utilized  on  the  committee.  Every 
meeting  should  be  made  too  valuable  to  miss.  Reports, 
discussions  ^nd  new  business  must  be  attended  to,  but 
place  should  be  made  at  every  meeting  for  other  things 
that  would  keep  the  members  alive  to  their  opportunity. 
They  should  realize  that  the  Association  is  or  ought  to 

12 


be  one  of  the  great  factoi’s  in  the  city  life,  and  that  the 
educational  work  is  not  incidental  but  fundamental.  In 
order  that  the  Association  may  be  one  in  fact  as  well  as 
theory,  besides  interlinking  committee  work,  it  is  impor- 
tant to  have  the  work  of  other  departments  occasionally 
presented.  It  is  quite  as  important,  also,  that  the  com- 
mittee be  kept  in  closest  touch  with  current  conditions 
affecting  girls  and  women.  The  present  industrial  situa- 
tion, or  business  opportunities  for  women,  unemployment 
among  women — such  subjects  as  these  would  give  reality 
to  committee  study  and  planning.  The  high  school  prin- 
cipal or  the  school  superintendent  might  be  called  on  to 
speak  of  what  the  schools  are  doing  to  train  girls  for  life, 
or  to  confer  upon  ways  in  which  the  Association  could 
work  with  the  schools.  The  attention  of  the  committee 
should  at  times  be  called  to  legislation  affecting  the 
employment  of  girls,  the  regulations  about  working  papers, 
and  up-to-date  statistics  of  the  number  of  young  girls 
going  out  to  work — the  girls  whose  need  may  be  greatest, 
and  with  whom  the  Association  may  have  established  no 
contact  whatever. 

Program.  All  the  educational  work  of  the  Association 
should  be  co-ordinated  and  correlated  under  one  educational 
committee,  so  that  the  entire  resources  of  the  Association 
may  be  within  reach  of  all  girls  alike.  It  is  the  duty  of 
this  committee  not  to  run  a department,  but  to  provide 
for  the  educational  needs  of  the  entire  membership.  The 
committee  should  be  en  rapport  with  all  educational  plans 
in  the  large,  though  the  details  ^can  be  left  to  sub-com- 
mittees. So  varied  are  the  needs  of  different  girls  that 
tlie  responsibility  for  carrying  out  plans  for  certain 

ir, 


natural  groups  within  the  Association,  as  the  younger 
girls  and  the  industrial  girls,  may  be  assigned  in  a large 
measure  to  the  committees  in  closest  touch  with  the  groups 
in  question.  When  committees  are  represented  on  the 
educational  committee  overlapping  or  conflict  in  plans  will 
be  obviated.  The  program  for  the  year  should  be  blocked 
out  in  advance.  A written  policy  ^ outlining  the  organiza- 
tion of  the  committee  and  the  current  activities  will  be 
most  helpful,  giving  definiteness  both  to  committee  aims 
and  plans.  ' 

Budget.  In  order  to  mature  a program  for  the  year 
it  is  necessary  for  the  committee  to  know  how  much  money 
will  be  at  its  disposal.  It  is  the  duty  of  the  committee  to 
make  out  in  advance  its  budget  for  the  year,  estimating 
its  probable  income  and  expense.  The  expense  items  will 
include  salaries,  supplies,  lectures,  printing  and  advertis- 
ing, new  library  books,  papers  and  magazines.  The  sources 
of  income  may  be  fees  from  classes  and  educational  clubs, 
income  from  special  endovunent,  and  special  contributions 
or  scholarships.  Since  class  fees  are  conditioned  by  the 
character  of  the  course  and  upon  the  ability  of  the  student 
to  pay,  rather  than  the  actual  expense  of  the  course,  the 
total  income  where  the  missionary  spirit  flourishes  cannot 
be  expected  to  equal  the  expense  of  the  department.  The 
fees  of  certain  classes  offered  will  bring  in  a surplus,  others 
may  meet  the  actual  cost  involved,  but  still  others,  as 
elementary  subjects  which  may  require  the  best  kind  of  a 
teacher,  will  bring  little  or  no  income.  AVlien  the  budget 
has  been  approved  by  the  board,  it  will  be  the  duty  of 
the  educational  committee  to  co-operate  with  the  finance 

’ See  siia}iost(‘(l  ])olicy  ]'agp  .S.t. 

14 


committee  not  for  raising  its  own  estimated  budget  deficit 
as  a separate  issue  but  in  doing  its  share  toward  raising 
in  advance  the  whole  Association  budget.  The  committee 
must  keep  within  its  own  budget  appropriation.  If  unfore- 
seen need  for  more  money  arises,  the  matter  will  have  to 
be  taken  up  by  the  board  for  action. 

The  Educational  Secretary 

Xo  large  Association  can  satisfactorily  develop  its 
educational  work  without  an  educational  secretary.  Some- 
times, as  the  next  best  thing  to  the  whole  time  of  a secre- 
tary for  educational  work,  a combination  of  duties  is  made, 
as  a secretary  for  membership  and  educational  work.  The 
number  of  educational  secretaries  for  the  period  from  1909 
to  1915  increased  from  nineteen  to  fortj'-seven.  This  fact 
.speaks  for  itself.  Efficient  as  the  work  of  a committee 
may  be,  it  is  necessaiy  to  have  the  constant  service  of  a 
member  of  the  staff  under  the  direction  of  the  committee, 
woi’king  always,  of  course,  in  harmony  with  the  board  and 
the  general  secretary.  This  educational  secretary  acts 
as  organizer,  promoter  and  executive.  She  cannot  be 
expected  to  do  much  teaching.  She  is  an  administrator 
and  should  be  free  for  general  work  during  the  hours 
when  classes  and  clubs  are  meeting.  This  is  a reason  why 
the  combination  sometimes  made  of  domestic  science 
director  and  educational  secretary  is  unsatisfactory.  To 
get  best  results,  the  educational  secretary  should  have 
sufficient  stenographic  help.  Class  fees  should  be  paid  and 
receipts  given  at  the  general  office  with  the  exception  of 
such  cases  as  the  secretary  wishes  to  handle  herself.  On 
genei’al  principles  she  .should  not  he  so  tied  up  with  office 

1.) 


details  that  she  will  be  kept  from  using  her  time  to  best 
advantage  in  her  city-wide  field.  A good  portion  of  her 
working  hours  should  be  spent  outside  the  Association 
seeking  out  girls,  acquainting  leading  persons  and  organi- 
zations with  what  the  Association  is  about,  discovering  the 
best  possible  teachers  and  leaders,  enlisting  friends  and 
patrons  and  keeping  on  the  keen  scent  for  new  lines  of 
effort,  particularly  new  fields  for  vocational  training. 
Equipment 

Sometimes  a new  Association  carries  on  certain  forms 
of  educational  work  with  little  space  and  under  hamper- 
ing conditions.  But  such  handicai)s  will  not  be  tolerated 
in  a large  city  longer  than  absolutely  necessary.  Well- 
lighted,  airy  rooms,  in  keeping  with  the  dignity  of  the 
organization,  should  be  provided,  the  number  to  be  deter- 
mined by  the  size  and  character  of  the  city.  Ideally, 
every  room  should  be  used  during  the  greatest  possible 
number  of  hours  day  and  evening.  Each  room,  so  far  as 
practicable,  should  be  xisable  for  a number  of  purposes 
with  ample  provision  for  storing  away  Association  sup- 
plies, material  and  the  students’  working  properties. 
Seldom  is  there  sufficient  closet  and  shelf  room  for  the 
use  of  sewing,  millinery,  and  art  and  handicraft  classes. 
Care  should  be  taken  that  the  domestic  science  kitchen  be 
equipped  adequately  but  not  elaborately.  If  a separate 
dining  room  is  out  of  the  question,  an  alcove  set  off  by 
screens  may  serve  the  pxxrpose.  The  idea  of  having  a 
model  ai)artment  in  the  building  does  not  seem  to  be 
gi'owing  in  favor  rajudly,  pi’esumably  because  the  amount 
of  space  is  considered  more  valuable  for  other  purjioses. 
i\lnch  can  be  said  in  favor  of  the  custom  of  having  a 

ii; 


kitchen  fitted  up  with  the  o(iuii)inent  rccpiired  in  a small 
family,  where  the  club  <iirls  can  l)c  taught  to  cook,  under 
conditions  more  like  those  at  home  than  those  afforded  by 
the  domestic  science  kitchen.  Indeed,  an  actual  home 
kitchen  is  sometimes  used  for  a cooking  class  of  girls  or 
housewives.  In  lieu  of  room  at  the  Association,  or  for 
the  greater  convenience  of  girls  in  different  sections  of  the 
city,  church  and  school  kitchens  are  also  pressed  into  sei’- 
vice  by  the  domestic  science  director  for  extension  classes 
taught  by  herself  or  a' supervised  pupil  teacher  from  her 
advanced  cookery  course.  Similar  extension  classes  in 
sewing  and  millinery  are  feasible,  not  to  speak  of  other 
subjects. 

Reading  Room 

A dim,  half-lighted  room,  furnished  with  ancient  copies 
of  magazines,  may  serve  as  a rest  room.  But  a reading 
room,  small  though  it  may  be,  can  be  an  important  means 
of  popular  education,  if  well-equipped,  well-located  and 
well-supervised.  That  good  ventilation  and  proper  light- 
ing are  prime  essentials  goes  without  saying.  Racks  for 
newspapers  and  durable  covers  for  magazines  are  good 
investments  in  the  interests  of  economy  and  good  order. 
Great  care  needs  to  be  exercised  each  year  in  the  choice  of 
periodicals.  None  should  be  admitted  to  which,  in  the 
best  judgment  of  a wise  committee,  reasonable  objection 
could  be  made  from  any  standpoint.  Special  periodicals 
for  the  use  of  technical  classes  should  be  reserved  in  the 
class  rooms  or  accessible  in  the  educational  secretary’s 
office.  One  member  of  the  educational  committee  at  a 
time  might  have  as  her  special  duty  the  oversight  of  the 


I'oading  room  and  the  study  of  ways  in  which  it  could  be 
more  extensively  used  with  l)etter  i-esidts.  It  should  be 
recognized  that  the  function  of  the  reading  room  is  not 
primarily  to  entertain,  but  to  create  interest  in  the  sort 
of  reading  that  counts.  To  keep  the  room  from  growing 
stale,  not  only  fresh  papers  and  niagazines  will  be  added, 
but  new  clippings  on  the  bulletin  board,  short  lists  of 
aidiclcs,  irresistible  quotations  tempting  to  further  reading. 

Library  Service 

]\Iany  Associations  build  up  small  or  large  circulating 
libi’aries  of  their  own.  Some  few  give  room  to  a branch 
of  the  public,  library.  Others  aim  only  to  provide  refer- 
ence books  for  reading  room  use,  especially  for  educational 
and  Bible  and  mission  study  classes.  Whatever  the 
method,  it  is  a far  bigger  thing  for  the  educational  com- 
mittee to  stimulate  good  reading  among  the  entire  mem- 
bership than  to  supply  all  the  books  that  ought  to  be  read, 
especially  when  the  public  library  is  a good  one.  Arrange- 
ments can  u.sually  be  made  to  facilitate  the  exchange  of 
library  books  on  certain  days  at  the  factory,  shops  or  some 
convenient  center.  It  is  often  more  satisfactory  to  lay 
claim  to  the  service  of  a librarian  for  these  hours  than  to 
depend  upon  volunteer  help.  A loan  library  obtained  for 
the  use  of  mend)ers  may  serve  a good  purpose.  Cam- 
paigns for  good  reading,  with  wide  newspaper  publicity 
in  Avhich  schools,  ehui’ches,  libraries.  Associations  and 
book  stores  co-operate,  ai’C  of  recent  development.  Too 
little  thought  has  heretofore  been  given  to  the  reading  of 
our  young  people  and  it  is  high  time  that  Associations 
became  roused  on  the  subject.  A little  investigating  might 

IS 


put  the  educational  committee  on  its  mettle.  An  Assoeia- 
tion  secretarj'  recently  looked  into  the  reading  of  some  of 
her  girls  and  learned  to  her  horror  that  some  of  their 
favorite  books  bore  such  titles  as  “Whose  Husband  Was, 
He?”  and  “Three  Buckets  of  Blood,  or  the  Washwoman’s 
Revenge.”  Not  only  should  books  be  made  accessible  to 
girls,  but  definite  guidance  in  the  choice  of  books  is 
needed  also.  Posted  book  lists  have  some  value.  Book 
talks  may  well  lead  the  way  to  getting  cards  for  members 
from  the  public  library,  the  formation  of  book  clubs,  or 
the  signing  up  for  popular  reading  courses.  The  Chaix- 
tauqua  Reading  Course  makes  appeal  to  the  more  thought- 
ful girls  who  would  like  to  work  toward  a certificate.  The 
secretaries  themselves  should  lead  off  by  making  good  use 
of  the  lists  prepared  by  the  Employed  Officers  Association. 

Educational  Clubs 

The  reading  room  and  the  library  prove  good  recruit- 
ing ground  for  girls  who  would  take  up  some  systematic 
study  if  made  sufficiently  attractive  to  them.  The  educa- 
tional club  is  the  next  step.  It  serves  the  double  purpose 
of  furnishing  pleasant  social  contact  for  a small  or  large 
group  of  reasonably  congenial  persons,  and  presenting  an 
informal  method  of  learning  something  worth  while.  Some- 
times a class  studying  ixnder  a paid  teacher  elects  to 
organize  itself  into  a club  with  officers  and  a name,  for 
the  sake  of  adding  the  social  element.  But  as  a rule  the 
object  and  method  of  the  class  and  club  are  distinct.  An 
educational  club,  in  distinction  from  other  clubs,  usually 
organizes  for  a definite  study  extending  in  time  from  four 
weeks  to  a season  and  disbands  when  the  study  is  eom- 

19 


])lete(l.  Only  those  clubs  are  listed  as  educational  which 
follow  a definite  iirograin  or  plan  of  study.  Some  of  the 
favorite  subjects  of  study  are  current  events,  civics,  travel, 
story  telling,  drama,  photography  and  music.  Especially 
in  small  cities,  where  first-class  teachers  are  hard  to  secure 
and  social  life  is  not  already  over-organized,  most  interest- 
ing and  profitable  work  can  be  developed  through  clubs. 
Responsibility  for  making  and  carrying  the  program  can 
be  largely  shouldered  by  the  club  members.  Clique  spirit 
can  be  forestalled  by  keeping  the  door  ajar  from  the  first 
to  new  members,  and  having  every  club  so  far  as  prac- 
ticable embody  in  its  plans  some  regular  service  to  the 
Association  and  the  community.  Such  clubs  should  be 
carried  on  as  part  of  the  Association  life  and  not  as  casual 
attachments. 

Practical  Talks  and  Lectures 

The  practice  of  having  a membership  course  of  lectures 
and  entertainments  continues  to  some  extent  in  Associa- 
tions. The  practical  talk  as  an  educational  feature  has 
in  some  cases  superseded  the  more  formal  lecture.  Such 
talks  are  invaluable  when  they  have  a definite  object  and 
are  given  by  the  right  person  before  the  right  group.  They 
should,  as  a rule,  be  arranged  in  a series,  each  related  to 
the  others,  leading  up  to  a climax  and  definitely  directed 
to  a particular  group  at  a time  when  that  group  can  be 
easily  collected,  as  business  girls  at  the  noon  hour,  home 
women  at  the  afternoon  tea  hour.  Association  students 
between  class  hours  or  in  connection  with  a club  meeting 
for  younger  girls,  industrial  girls  or  business  women.  As 
a rule,  a small  company  is  preferable  to  a large  one,  fur- 

20 


nishing  opportunity  for  a closer  relationship  between 
speaker  and  listener.  It  is  important  liej-e,  as  in  other 
educational  enterprises,  that  the  girls  should  have  a voice 
in  plans  and  execution. 

Places  suitable  for  different  talks  may  be  a club  or 
class  room,  the  lobby,  the  library,  the  gym,  around  the 
fireplace  or  on  the  roof.  But  they  need  not  all  be  confined 
to  Association  precincts.  A church  parlor,  a recreation 
center,  a factory,  or  a school  house  might  be  used.  The 
one  great  object  of  practical  talks  is  not  to  have  some- 
thing going  on,  but  to  help  girls  and  women  to  live,  to 
introduce  new  ideas  about  health,  dress,  work,  thrift, 
books,  to  give  motives  for  doing  something  worth  while. 
A larger  outlook  upon  life  can  be  opened,  fresh  desires 
created,  and,  perhaps  chief  of  all,  through  the  personality 
of  the  speaker,  the  dormant,  half-formed  groping  of  a 
girl’s  heart  and  mind  may  be  quickened  into  life  and 
action. 

Class  Work 

For  all  technical  subjects,  and,  indeed,  for  thorough 
work  in  any  subject,  class  instruction  adapted  to  the 
students  under  a competent  teacher  is  the  most  satisfactory 
form  of  educational  work.  Evening  classes  meeting  once 
or  twice  a week  are  arranged  for  girls  employed  during 
the  day  time ; day  classes  meeting  once  to  five  times  a week 
for  girls  preparing  for  wage-earning,  for  young  house- 
wives or  women  of  leisure.  There  are  certain  definite 
conditions  which,  being  met,  will  insure  the  success  of  any 
class:  when  it  is  the  Association’s  answer  to  a well-defined 
need  of  the  students  enrolled;  when  the  instructor  com- 


bines  a knowledge  of  the  subjeet  with  the  power  to  interest 
and  to  make  every  session  invaluable;  and  when  the  class 
room  atmosphere  is  Avhat  it  ought  always  to  be,  friendly, 
congenial,  Christian. 

The  backbone  of  the  educational  department  is  created 
by  the  gi’aded  classes  in  certain  subjects  for  which  there 
is  demand  in  all  the  larger  cities  year  after  year,  as 
English,  cooking,  sewing  and  millinery.  To  these  may  be 
added  modern  language  and  literature  courses.  Certifi- 
cates are  granted  for  the  completion  of  such  courses  with 
examination.  The  fifteen- weeks’  term  is  in  greatest  favor, 
and  certificates  are  granted  upon  the  basis  of  two,  three 
or  four  terms’  work,  according  to  the  subjeet  and  arrange- 
ment of  courses.  The  reputation  of  the  Association  as  an 
efficient  Christian  organization  demands  that  high  stand- 
ards be  maintained,  and  the  certificate  awarded  should 
give  a correct  idea  of  the  amount  of  work  done,  so  that 
the  student  and  the  public  can  take  it  at  its  face  value. 
The  whole  trend  of  the  educational  work  should  be  in  the 
direction  of  longer  courses  divided  into  convenient  units 
and  better  graded  work  in  standard  subjects.  Too  great 
care  cannot  be  taken  that  the  stamp  of  quality  be  placed 
upon  everything  done  under  Association  auspices.  The 
word  Christian  is  something  to  be  lived  up  to,  never  to 
provide  a cloak  for  inediocrity. 

In  addition  to  the  standard  courses,  there  is  ahvays 
need  for  short-term  courses  in  special  subjects  or  unit 
courses,  either  related  or  unrelated  to  the  longer  courses, 
and  completed  in  three  to  ten  lessons.  Experience  has 
often  proved  that  rightly  planned  short-term  courses 
build  up  rather  than  undermine  strong  educational  work. 

22 


Sharp  distiiaction  should  be  drawn  between  the  short 
course  which  skims  and  cheapens  a subject,  and  is  tliere- 
fore  to  be  tabooed,  and  the  slioid  course  which  is  complete 
in  itself,  or  which,  like  a series  of  demonstrations,  makes 
a direct  bid  for  deeper  interest  and  further  study. 

Association  methods  and  activities  have  been  exten- 
sively duplicated  by  schools  and  other  agencies  within  a 
few  years.  It  is  the  Association’s  glory  that  this  is  so, 
l)ut  only  through  per-sistent  study  and  intelligent  action 
can  the  Association  fulfill  its  nfission  as  a great  and  grow- 
ing educational  factor  in  the  life  of  girls  of  to-day.  High 
standards  of  work  are  imperative,  more  active  co-opera- 
tion of  departments  within  the  Association  and  more 
unselfish  co-operative  effort  among  the  educational  forces 
within  the  city.  Its  aims  are  unicpie  and  constructive ; to 
seek  out  the  girls  who  have  been  overlooked,  those  out  of 
step  with  schools  because  of  age,  working  hours  or  need 
of  individual  attention ; to  specialize  in  peculiar  educa- 
tional needs  of  girls  and  women — vocational,  home-keep- 
ing, civic;  and  to  release  hidden  talents  and  capacity  for 
sei’vice. 

Courses 

1 General — Common  branches,  English  for  foreigners, 
elementary  and  advanced  English,  English  and  American 
literature,  Spanish,  French,  German,  Italian,  voice  cul- 
ture, expression,  public  speaking,  story  telling,  parliamen- 
tary law,  astronomy,  botany,  bird  life,  geography,  physics. 

2 Business  and  Commercial — Business  English,  com- 
mei'cial  arithmetic,  typewriting  and  stenography,  penman- 
ship, speed  dictation,  business  correspondence,  salesmanship, 
sign  lettering  and  show  card  writing,  advertising. 

23 


3 Household  Arts  and  Personal  Service — Plain  sewing, 
dressmaking  and  designing,  lailoring,  embroidery,  remodel- 
ing, millinery,  flower  making,  costume  sketching,  household 
decoration,  house  furnishing,  plain  and  fancy  cookery, 
dietetics,  dinner,  luncheon  and  supper  courses,  table  ser- 
vice, household  management,  home  nursing  and  hygiene, 
kitchen  garden,  camp  cookery,  hair  dressing  and  manicur- 
ing, laundering,  first  aid  to  the  injured,  social  manners 
and  customs. 

4 Trade  and  Professional — Trade  dressmaking,  appren- 
tice sewing,  trade  millinery,  tea  room  management,  voca- 
tional cooking,  attendant  nursing. 

5 Music  and  Art — Choral,  orchestra,  vocal,  piano, 
mandolin  and  guitar,  violin,  history  of  art,  arts  and 
crafts,  china  painting,  water  colors,  basketry,  stenciling, 
photography,  sketching. 

6 History  and  Social  Science — United  States  history, 
civics,  commercial  geography,  cixrrent  events,  industrial 
history,  the  wmman  movement,  social  service,  the  Associa- 
tion movement. 

Teachers 

Because  of  the  great  popularity  of  household  arts  in 
the  Association,  usually  the  first  full-time  instructors  to 
be  employed  are  those  for  domestic  art  and  science.  Grad- 
uates are  obtained  from  the  best  institutions  in  the 
country.  Such  an  instructor  may  or  may  not  rank  as  the 
director  of  a department,  according  to  local  arrangements. 
Though  the  Association  must  depend  chiefly  upon  teachers 
paid  by  the  hour,  it  can  ill  afford  any  but  the  best  teachers 
with  the  essential  qualification  of  Association  spirit.  Some 

24 


Associations  make  use  of  an  application  form  ^ as  a way 
of  getting  more  readily  at  the  facts  indicating  the  fitness 
of  a person  for  teaching  in  the  Association.  Prices  paid 
to  teachers  vary,  according  to  locality  and  the  subject, 
from  one  to  five  dollars  or  more  a class  session.  Student 
teachers  and  volunteers  can  be  utilized  as  auxiliaries  in 
certain  subjects  and  classes,  but  for  strong,  permanent 
work,  teachers  should  be  paid  at  current  rates.  At  least 
twice  a year  teachers,  committee  and  secretary  should 
meet  for  discussion  and  conference.  The  custom  of  having 
bi-monthly  faculty  meetings  can  do  much  toward  unifying 
and  strengthening  the  department,  swinging  the  educa- 
tional work  into  line  with  the  whole  life  and  purpose  of 
the  Association. 

Office  Details  * 

Uniform  class  record  books  ^ and  report  blanks  for 
the  teachers  simplify  the  keeping  of  records  and  increase 
the  much  to  be  desired  accuracy  of  the  annual  reports. 
A card  catalogue  of  all  students  is  indispensable  for  keep- 
ing track  of  enrollment,  payment  of  fees,  courses,  standing, 
etc.  Though  fees  are  paid  at  the  general  desk,  the  educa- 
tional office  is  responsible  for  seeing  that  payment  is  made. 

Mailing  lists  of  the  names  of  persons  making  inquiries 
at  the  general  office  may  be  supplemented  by  those  of 
interested  friends  and  acquaintances  furnished  by  the 
students  and  by  other  departments,  as  the  employment 
bureau.  To  be  valuable,  such  lists  must  be  frequently 

‘See  page  40  for  aii])lieatio7i  form. 

‘ Cla.ss  Record — I’nhlicatioii  De]iartment,  Xational  Board — Pi  ice 
10  cents. 


revised.  Further  suggestions  are  given  in  the  paragraph 
on  publicity  in  this  pamphlet. 

Summer  Work 

Louder  demands  are  heard  each  year  that  the  Asso- 
ciation building  be  used  to  the  fullest  extent  not  only 
from  September  to  ^lay,  but  during  the  summer  season. 
It  is  becoming  the  rule  to  employ  the  full  staff  of  secre- 
taries on  a twelve  months  basis,  including  vacation.  The 
swimming  pool  and  the  roof  garden  make  the  Association 
building  an  alluring  center  for  recreation.  There  are 
also  good  educational  possibilities.  Girls  released  from 
school,  teachers  and  women  with  lightened  household 
duties,  or  employed  girls  engaged  in  seasonal  occupations, 
often  have  more  available  free  time  than  during  the  rest 
of  the  year.  Sometimes  alone  and  sometimes  in  co-opera- 
tion with  the  Young  INIen’s  Christian  Association,  the 
Young  Women’s  Christian  Association  carries  on  a sum- 
mer school  for  children  who  have  failed  of  promotion  in 
grammar  or  high  school.  Competent  teachers  are  em- 
ployed to  prepare  them  for  examination  in  the  subjects 
which  they  may  have  mi.ssed  for  some  reason  or  in  which 
they  have  failed.  The  advice  and  co-operation  of  the  publio 
school  should  invariably  be  sought  in  carrying  out  such  a 
summer  school.  Fees  for  this  work  should  cover  expenses. 

What  can  be  offered  in  the  summer  depends  upon  the 
resources  of  the  Association,  indoors  and  out,  and  the 
particular  ability  of  available  teachers.  Sometimes  there 
ai-e  technical  courses  for  teachers.  Industi-ial  courses  for 
unemployed  girls,  with  scholarshii)s.  can  be  developed 
where  conditions  favor.  Short  coui'ses  of  from  three  to 


2(i 


six  lessons  in  domestic  science  succeed  when  fitted  to  the 
season  and  local  demand,  as  the  preparation  and  packing 
of  picnic  lunches,  or  camp  cookery.  In  domestic  art, 
summer  courses  also  prove  attractive,  as  instruction  in 
embroidery,  the  use  of  patterns,  the  making  of  blouses, 
waists,  or  one-piece  summer  dresses.  This  season  is  espcr 
cially  appropriate  for  the  study  of  trees,  flowers,  stars, 
in  connection  with  outdoor  doings. 

Corresponding  with  the  fall  rally  for  winter  work,  the 
summer  plans  are  sometimes  launched  by  an  entertaining 
program  with  light  refreshments.  All  the  Association 
summer  features  would,  of  course,  be  proclaimed  on  this 
occasion,  including  the  swimming  pool,  gymnasium,  Bible 
courses.  Association  camp  and  outings. 

Music 

The  limitless  possibilities  of  music  in  and  through  the 
Association  call  for  a special  word.  As  a means  of  expres- 
sion of  individual  and  Association  life,  it  has  only  begun 
to  be  used.  There  are  at  least  three  lines  of  development 
to  Avhich  a small  committee  of  the  educational  committee 
should  give  its  best  thought  and  effort : First,  music  at 

Association  gatherings  of  many  sorts — vespers,  prayers, 
banquets  and  special  occasions ; second,  the  training  of 
choral  clubs,  orchestra,  bands ; third,  encouragement  and 
assistance  to  Association  girls  with  musical  talents  to  be 
drawn  out. 

Following  are  certain  suggestions  along  these  lines 
gathered  from  various  sources.  Aim  at  good  singing  at 
every  Association  gathering.  Procure  a good  hymn  book 
and  use  only  hymns  appropriate  to  the  purpose  of  the 

27 


meeting?.  Seek  out  the  undeveloped  talent  in  the  member- 
ship— girls  who  can  sing  or  play  any  instrument,  not 
forgetting  the  foreign  girls  with  their  songs  and  instru- 
ments. Work  out  with  leading  musicians  a plan  by  which 
girls  of  ability  may  get  instruction  and  music  opportunities 
at  prices  within  their  reach.  Plan  lecture  talks  about 
music  and  musicians,  noon  musicales,  victrola  concerts. 
Observe  holidays  and  festivals  with  music  features — carol 
singing  at  Christmas  and  Easter,  !May  festivals,  national 
airs  for  national  holidays. 

The  possible  organized  music  groups  are  many:  an 
Association  choir ; an  organized  choral  club  under  the  best 
leader  in  the  city,  with  men’s  and  women’s  voices,  or 
women  alone,  paying  expense  by  public  cantatas,  oratorios, 
etc. ; trios,  quartets,  or  double  quartets  of  female  voices 
composed  of  picked  girls;  orchestras  for  girls  or  young 
women,  or  men  and  women ; a mandolin  and  guitar  club. 

Publicity 

A reasonable  percentage  of  the  educational  budget  (5% 
to  15%)  should  be  appropriated  to  printed  matter  and 
advertising.  A member  of  the  educational  committee,  in 
co-operation  with  the  secretary,  will  find  it  most  interest- 
ing to  aim  to  become  an  expert  in  effective  advertising. 
The  most  productive  methods  and  mediums  in  the  city 
Avill  be  determined  as  the  result  of  study  and  experi- 
ence from  year  to  year.  Excellent  suggestive  material  will 
be  found  in  Miss  Ballard’s  “Publicity  for  the  Local 
Association.”  ^ 

The  annual  prospectus  outlines  all  the  activities  of  the 
' l’iil)lislie(l  1)V  tlie  Xational  Board — Briop  2.5  cpiits. 

2.S 


Association  and  is  published  separately  or  in  a special 
issue  of  the  local  Association  paper.  This  needs  always 
to  be  supplemented  by  foldei’s  of  special  courses,  cards 
easily  carried  in  the  pocketbook.  window  cards,  dodgers, 
posters,  etc.  Mailing  lists  for  the  different  t^^pes  of  printed 
matter  should  be  carefully  worked  up.  There  is,  of  course, 
the  general  membership  list,  names  of  persons  making 
inquiry  at  the  office  desk,  conmiunity  leaders,  suburban 
dwellers  and  classified  names  in  the  telephone  book  or 
directoiy.  As  an  illustration  of  specialized  lists — domestic 
science  folders  are  sometimes  sent  to  brides  whose  names 
have  been  gathered  from  newspaper  wedding  announce- 
ments during  several  months.  In  one  instance,  names  of 
recent  purchasers  of  gas  stoves  were  obtained  through  a 
friend  and  folders  sent  on  the  supposition  that  the  own- 
ers of  brand  new  stoves  might  have  a special  interest  in 
cookery. 

The  advertising  columns  of  newspapers  in  the  city  and 
surrounding  towns  may  or  may  not  bring  direct  retuims. 
But  at  any  rate,  the  paid  advertisement  paves  the  way  for 
the  entrance  of  news  items  and  write-ups  in  the  other 
columns  of  the  papers  which  the  Association  caimot  afford 
to  get  along  without. 

The  whole  make-up  of  the  bulletin  boards  in  the  lobby 
and  outside  the  main  entrance  is  most  important.  To  the 
public  eye  they  stamp  the  educational  work  as  below  par, 
fair,  or  first  class.  In  addition  to  these,  it  is  an  excellent 
plan  to  have  a place  in  the  lobby  for  an  ingenious,  fre- 
quently changed  exhibit  showing  what  the  educational 
department  is  about  at  present,  visualizing  whatever  is 
capable  of  Ausual  presentation,  through  exhibits  of  work, 

2ft 


photographs,  fii'st-aid  outfits,  Red  Cross  and  National 
Hoard  certificates,  etc. 

“Open  Innise”  wlien  the  classes  are  in  full  swing  is 
a most  convincing  argument  l)rought  to  l)ear  upon  the 
possible  student  and  the  could-be  subscriber  personally 
invited  and  pei-sonally  conducted  through  the  building. 
Stationary  exhibits  and  active  demonstrations,  as  skirt 
di'afting,  typewriting,  first-aid,  or  food  preparation,  hold 
great  advertising  possibilities.  Sometimes  a downtown 
store  window  or  a booth  at  a fair  is  used  for  displaying 
the  students’  work  before  a wider  public.  Singing  con- 
tests, typewriting  speed  and  other  competitions  have  . 
pul)licity  value.  Incidentally,  as  an  innovation  upon  the 
commencement  address,  in  the  larger  Associations,  the 
closing  exercises  in  the  spring  are  sometimes  given  over 
to  the  girls  themselves  for  some  simple  presentation  of 
what  they  have  learned  or  what  they  can  do.  The  inge- 
nuity of  the  girls  may  be  depended  upon  to  work  up  an 
original  program. 

Adaptations  to  Different  Groups 

As  indicated  elsewhere,  it  is  the  duty  of  the  educa- 
tional committee  to  provide  an  educational  program  for 
the  entire  membership  in  closest  co-operation  with  other 
committees.  The  employment  department  comes  into  con- 
tact with  girls  touching  the  Association  at  no  other  point 
— girls  whoso  need  of  further  training  is  sharply  I’cvealed, 
coupled  though  it  may  bo  with  lack  of  desire  or  sense  of 
need.  The  majoi-ity  of  these  may  wish  only  the  Associa- 
tion’s hel])  in  getting  desirable  employment.  Even  so, 
some  emj)loyment  bureaii  girls  can  be  I’clated  to  the  educa- 


30 


tional  class  and  club  work,  otliers  will  respond  to  the 
chance  of  private  tutorin'?.  The  Avaiting  room  of  the 
employment  de]mrtment  will  present  a fertile  field  of 
study  for  the  educational  secretary.  The  study  of  the 
emplojunent  situation  and  discovering  the  need  for  voca- 
tional training  should  be  equally  the  responsibility  of  the 
employment  and  educational  committees.  More  than  one 
Association  has  proved  that  it  is  possible  to  raise  standards 
of  efficiency  and  wages  of  women  by  attacking  the  problem 
Avisely  and  systematically. 

Younger  Girus 

Preventive  education  Avith  young  gilds  is  less  pictur- 
esque hut  more  effective  than  correctiAm  education  for  older 
ones.  With  a member  of  the  girls’  work  committee  seiwing 
regularly  on  the  educational  committee,  a policy  for  educa- 
tional Avork  should  be  devised  that  Avill  include  systematic 
effort  to  keep  girls  in  school  until  prepared  for  some  form 
of  productive  Avork  and  such  educational  actmties  as  fit 
the  younger  portion  of  the  membership.  These  may  in- 
clude Amcational  talks  and  tours,  story  telling,  plans  for 
good  reading,  camp  cookery  and  personal  hygiene. 

Industrial  Girls 

Whereas  the  Association  should  do  all  Avithin  its  poAver, 
in  co-operation  Avith  parents  and  organizations,  to  create 
a public  demand  that  young  girls  should  not  be  sent  off 
to  a job  unfit  for  any  kind  of  Avork,  yet  the  process  of 
educating  the  public  is  a sIoav  one.  iMeanAvhile,  Ave  must 
do  our  best  to  help  the  girl  AA^ho  Avas  throAvn  out  into  the 
Avorld  prematurely.  Within  the  last  feAv  years  a ncAv  type 
of  educational  Avork  has  been  sloAvly  taking  shape  for  the 

.31 


wlio  have  liad  little  sehooling  and  who  are  employed 
loiif^  hours  at  small  waj^es.  A eonsideral)le  number  of 
them  will  l>e  ai)j)ealed  to  by  the  eveniiif^  school  or  by 
Association  educational  class  work,  bnt  many  more  will 
respond  to  a different  type  of  informal  instruction.  For 
these  the  Association  offers  short  units  of  club  program 
work  requiring  little  or  no  outside  study,  with  subjects 
definitely  related  to  the  personal  life  of  the  girls,  their 
home  interests,  and  themselves  as  citizens.  Spirited  club 
contests,  singing  competitions  and  exhibits  in  action  or 
stationary  give  color  and  finish  to  the  end  of  the  course 
of  eight  or  ten  weeks.  Further  details  are  given  in  a 
pamphlet  ^ on  the  subject.  l\Iany  difficulties  will  be 
avoided  if  this  part  of  the  Association’s  educational  work 
is  lined  up,  as  it  should  be,  under  the  educational  com- 
mittee, though  the  responsibility  of  carrying  it  out  may 
l)c  delegated  to  some  extent  to  the  industrial  committee. 


Forkigx  Born  Girls 

English  classes  for  foreign  girls  are  valuable  so  far  as 
they  go,  but  as  a rule  they  reach  few  girls.  Where  there 
is  a foreign  community,  a special  committee  is  needed  to 
interpret  the  entire  Association  to  the  foreign  girls,  not 
merely  to  teach  them  English.  Foreign  girls  are  found 
in  the  industrial  clubs.  AVhen  the  barrier  of  a strange 
language  has  been  overcome  the  all-round  club  program 
will  be  fitted  for  them.  But  whatever  their  educational 
need,  the  educational  committee  should  give  full  considera- 
tion to  supplying  that  need. 

' Federation  of  Industrial  and  Extension  C'hdis — Florence  Simms 
ami  ll(den  L.  Thomas,  judee  lo  cents. 

.32 


National  Educational  Work 

Educators  and  students  in  search  of  material  for 
graduating  theses  often  make  inquiry  about  the  educa- 
tional department  of  the  Association  throughout  the 
country,  assuming  that  courses  and  methods  are  uniform 
in  the  two  hundred  and  fifty  city  Associations.  Such  is 
not  the  case.  The  First  Aid  course  conducted  by  the 
National  Board  and  the  Red  Cross  Society  is  the  one 
}iational  course.  Local  conditions  and  local  enterprise  are 
the  determining  factors  in  each  city,  and  these  vary  from 
year  to  year.  There  is,  however,  great  similarity  between 
the  courses  offered  in  Associations  of  relatively  the  same 
grade.  A group  of  Associations  in  and  around  New  York 
is  at  present  studying  the  possibilities  of  further  unifying 
their  standard  courses  in  household  arts  without  seeking 
uniformity,  and  it  is  expected  that  the  results  of  their 
experimenting  may  form  a basis  for  further  standardiza- 
tion. Diversity  and  a constantly  changing  progi’am  in 
response  to  conditions — yet  the  guiding  principles  of  Asso- 
ciations, at  their  best,  large  or  small,  east  or  west,  north 
or  south,  are  alike.  Each  has  something  to  learn  fi’om  the 
others — something  to  add  to  the  common  stock.  National 
publications,  conferences,  and  visits  of  secretaries  and 
board  members  keep  the  live  streams  of  communication 
open.  Local  Associations  linked  up  with  each  other  and 
with  the  national  organization  in  an  effective  union  are 
proving  as  never  before  an  unmistakable  force  in  the 
social,  edv;cational  and  religious  life  of  American  girls 
;md  women. 


BIBLIOGRAPHY 


Working  Girls  in  Evening  Schools.  Van  Kleeck.  . . .$1.50 

(.'onunercial  Work  and  Training  for  Girls.  Eaton  and 

Stevens  1.50 

Vocations  for  Girls.  Laselle  and  Wiley 85 

Vocations  for  Girls.  Weaver 75 

\'ocations  for  the  Trained  Woman.  Perkins  1.20 

Ghoosing  a Vocation.  Par.sons  1.00 

Vocational  Guidance  of  Youth.  Bloomfield GO 

Tlie  Problem  of  Vocational  Education.  Snedden  . . . .35 

Changing  Conceptions  of  Education.  Cubberley  . . . .35 

The  Worker  and  the  State.  Dean 1.20 

History  of  Education  in  the  United  States.  Dexter. . 2.00 

Association  Educational  Work  for  Men  and  Roys 

(Y.  M.  C.  A.)  Hodge  ...1.00 

I'hrift  and  Efficiency  Report — National  Board 05 

Girls  and  Education.  Briggs 1.00 

Saleswomen  in  ^lercantile  Stores.  Butler  1.00 

Boys  and  Girls  in  Commercial  Work  (Cleveland  Sur- 
vey). Stevens 25 


34 


SUGGESTED  POLICY  FOR  EDUCATIONAL 
WORK 


I PURPOSE 

The  purpose  of  the  educational  work  of  the  Association  is  one 
with  the  purpose  of  the  whole  Association, — the  development  of 
Christian  character.  More  specifically  it  is  to  awaken  higher  ideals 
of  life  among  girls  and  women,  to  aid  them  in  preparing  for  their 
work,  and  to  lead  them  into  completer  expression  of  themselves  in 
life  and  service. 

II  ADillXISTRATION 

1 A strong  educational  committee  of  five  or  ten  women  with 
vision,  initiative  and  understanding  of  girls  should  he  appointed  and 
should  include  one  member  each  from  the  girls’  work,  industrial  and 
employment  committees. 

a To  promote  the  educational  interests  of  girls  and  women 
through  carefully  adapted  educational  opportunities  of- 
fered by  the  Association. 

1)  To  encourage  girls  to  take  advantage  of  other  educational 
agencies. 

c To  bring  to  the  girls  whom  it  reaches  the  rounded  Christian 
ideal  for  physical,  social  and  religious  life. 

2 A trained,  full-time  educational  secretary  is  also  needed  or  at 
least  one  member  of  the  staff"  to  act  as  executive  of  the  committee 
to  plan  and  push  educational  activities.  The  geTieral  secretary  is 
a member  of  the  committee  ex  officio. 

3 The  best  ]>aid  teachers  obtainable  are  essential  for  good  work. 
They  may  be  supplemented  by  supervised  volunteer  teachers  and  edu- 
cational club  leaders  who  should  all  meet  in  conference  with  the 
educational  committee  at  least  twice  a year. 

4 Girls  elected  to  represent  the  educational  de])artment  on  the 
members’  council  should  co-operate  with  the  committee  in  forming 
and  promoting  educational  plans  for  the  entire  membership. 

5 Tlie  educational  budget  made  out  annually  in  advance  should 
include  the  expense  and  income  of  clubs,  classes,  talks,  reading  room 
and  library  and  all  the  educational  work  of  the  Association.  Service 
rather  than  self-support  should  be  the  guiding  motive. 

ITT  EDUCATIONAL  ACTIVITIES 

Such  activities  as  the  committee  decides  upon  each  year  should 
be  vigorously  promoted  with  a view  to  Tneeting  present  local  needs 

35 


of  fl'ii'Is  and  women.  Tliese  are  lield  day  or  evening,  in  tlie  building, 
cliureh  parlor.s,  home  kitchen,  or  elsewhere.  Following  are.  some  of 
the  features  most  common  in  Association  educational  work: 

1 Reading  room  with  at  least  a reference  library  for  educational, 
Bible  and  mission  study  classes  and  clubs.  Papers  and 
magazines  should  be  carefully  chosen  each  year.  Systematic 
])lans  for  good  reading  should  be  devised  in  co-operation  with 
the  ])iiblic  library. 

'2  Talks  and  lectures  in  a series  or  single  ones  planned  in  view 
of  special  needs  and  current  interests.  These  may  be  paid 
or  free,  for  small  or  larger  groups,  in  the  lobby,  gjunnasium. 
class  rooms  or  auditorium,  or  outside  the  Association  in 
shoj)s,  offices  or  schools. 

d Educational  clubs  combine  both  social  and  educational  fea- 
t>ires.  Civic  (piestions,  drama,  art,  nattire,  ])hotogra])hy  or 
any  i)rolitable  subjects  are  appropriate  for  club  study. 

4 Music.  S])ecial  emjihasis  should  be  given  to  the  development  of 
good  music  throughout  the  entire  Association  and  the  train- 
ing of  special  groups  as  choir,  choral  club,  orchestia. 

.■)  ( lass  work.  Fees  should  be  kept  down  to  the  ability  of  the 
members  to  )>ay:  elementary  subjects  below  cost;  technical 
courses  with  a snrj)lus:  the  total  income  expected  to  be  less 
than  the  cost.  The  instruction  given  shonbl  be  ap|)roj)riate 
to  the  needs  of  women  in  the  community.  Class  work  should 
include  graded  courses,  some  short  and  some  long  term 
courses  complete  in  themselves,  as: 

a English  branche.s  for  em])loyed  girls — tiitoring  or  night 
school  tyi)e. 

h Vocational — trade,  conunercial,  tiained  attendance,  sales- 
manship, tea  room  management,  etc. 

c Cultural — lit(>rature.  story  telling,  nature  study,  art. 
etc. 

(1  Home — home  management,  nursing,  graded  courses  in 
sewing  and  cooking. 

e Citizenshij) — civics,  cmrrent  events,  study  of  the  woman 
movement. 

f Personal  efficiency — ])ersonal  budget,  business  matters, 
investments. 

g Eirst  aid  to  the  injur(‘d — (examination  with  Red  Cross 
and  National  Board  certificate). 

h Special — |)\d>lic  s|)eaking,  memory,  automobile. 

i ( onrses  ada])ted  to  industrial  gills  in  co-operation  with 
industrial  committee. 

j Summer  courses  at  the  Association  and  at  camjis.  ac- 
cording to  locality  and  resources. 

;h) 


IV  STUDENTS 

1 Members  already  secured  through  membership,  employment, 
girls’  work,  industrial  and  other  committees  should  first  be  provided 
for  by  the  educational  committee. 

2 Others  can  be  brought  in  by  the  appeal  of  the  educational  work. 

a Through  rallies,  exhibits  and  demonstrations  used  as  ad- 
vertising. 

b Through  sj'stematic,  intelligent  advertising  and  publicity, 
items  in  press  heralding  successful  features,  acquainting 
important  persons  with  the  work, 
c Through  personal  work  by  secretaries  and  committees  armed 
with  good  printed  material. 

d Through  the  active  co-operation  of  satisfied  students,  espe- 
cially representatives  in  the  members’  council. 

V CO-OPEEATION 

To  fulfill  the  purpose  of  the  Association  the  educational  com- 
mittee should  co-operate  with  other  Association  departments,  espe- 
cially the  religious  work. 

1 By  keeping  students  informed  of  other  things  going  on  in 

the  Association. 

2 By  assisting  in  the  formation  of  Bible  classes  among  the 

students. 

3 By  holding  a student  assembly  or  chapel  service  at  least 

once  a week. 

4 By  employing  only  teachers  who  will  further  the  Christian 

purpose  of  the  Association. 

5 By  active  interest  in  the  religious  life  of  the  students  and 

helping  to  relate  them  to  church  life  as  well  as  religious 
activities  in  the  Association. 

VI  SUGGESTED  EDUCATIONAL  GOAL  FOR  ONE  YEAR 

1 25%  to  35%  of  membership  in  some  organized  Association 
educational  activity,  as 

a Class  work,  tutoring,  or  guided  home  study, 
b Educational  club  work  as  music,  civic,  dramatic. 

2 2%  to  10%  of  membership  enlisted  in  systematic  reading,  as 

a Reading  of  three  to  five  books  from  selected  lists, 
b Twenty  minutes  a day  devoted  to  a reading  course, 
c Regular  reading  of  a good  magazine. 

3 2%  to  5%  of  membership  in  attendance  at  practical  talks 

and  lectures. 


37 


Suggested  List  of  Periodicals  and  Magazines  for  the 
Association  Reading  Room 

The  Association  Monthly. 

The  Survey. 

The  North  American  Student. 

Women’s  International  Quarterly. 

The  best  local  dailies. 

World’s  Work. 

The  Independent  or  Outlook. 

The  Literary  Digest  or  Current  Opinion. 

The  Century. 

Harper’s  Magazine. 

The  American. 

The  Woman’s  Home  Companion  or  The  Ladies’  Home 
J ournal. 

The  Saturday  Evening  Post. 

Good  Housekeeping. 

The  Youth’s  Companion. 

St.  Nicholas. 

Life  and  Labor  (Women’s  Trade  Union  League). 

The  Club  Worker  (National  League  of  Women 
Workers). 

National  Geographic  Magazine. 

World  Outlook. 


38 


Missionary  Eeview. 

Everyland. 

The  Sunday  School  Times. 

Leading  denominational  papers. 

The  Association  papers  in  your  field  (list  supplied  by 
field  office). 

In  addition,  there  are  magazines  of  interest  to  special 
groups,  which  may  be  subscribed  to  according  to  the  library 
appropriation  and  to  the  demands  of  the  given  community. 

The  Garden  Magazine. 

Home  Needlework. 

The  House  Beautiful. 

Musical  America. 

The  Mothers’  Magazine. 

The  Nurse. 

Photo  Era. 

American  Cookery. 

Housewives  League. 

Delineator. 

Vogue. 

The  Hamilton  Magazine  Agency,  2091  East  102nd 
Street,  Cleveland,  Ohio,  and  the  Franklin  Square  Sub- 
scription Agency,  325  Pearl  Street,  New  York  City,  are 
reliable  agencies. 


39 


Application  for  position  as  teacher  in  the  Young  Women’s 

Christian  Association  of 

Name  in  full 

Address  

Telephone  number  

Present  position  and  business  address 

Position  for  which  application  is  being  made 

Training  and  experience  in  teaching  in  the  subjects  to  be 
taught : — 


Of  what  church  are  you  a member? 

What  church  in  the  city  do  you  attend? 

What  previous  connection  with  this  or  any  other  Y.W.C.A.  ? 


What,  if  any,  active  part  have  you  taken  in  church  or 
Sunday  school  work  or  general  social  service  ? 


References  (preferably  some  members  of  this  Association 
and  your  pastor,  as  well  as  those  acquainted  with  your 
training  and  ability  as  a teacher)  : — 


40 


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PALMER  A OLIVER,  NEW  VOR* 


